Ways for Improvement of Validity of Qualifications

PHARE TVET RO2006018-147040102010301Training and Advice for Further Development

of the TVET Sector

Revision and Development of Qualifications in Higher EducationTraining Seminar for Qualification Developers from Romanian Universities

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some of the typical troubles in the

process of developing qualifications bull A large number of learning outcomes - difficult to

managebull The learning outcomes definitions are too abstract ndash do

not meet outcomes of work bull knowledge and skills identified cannot be lsquopackagedrsquo into

units of competency - insufficient knowledge about job roles they are supposed to meet

bull Skills and competences associated with a particular study programme not aligned to the National Framework of Qualifications ndash insufficient cooperation with stakeholders and employers

bull The NQF descriptors are not appropriately contextualised to cover relevant job roles for the particular qualification

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Developers are expected to engage in wide industry consultation to form qualifications that

bull reflect realities in terms of work organisation and job design

bull reflect specific functional groupings and levels of work

bull ensure knowledge and skills which contribute to effective workplace performance are achieved

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

To ensure developing valid qualifications you may consider

bull Comparing and selecting among skills that match occupational field and that are important for it

bull Identifying the job roles that are covered by that particular qualification

bull Drafting a contextualised summary of the NQF level applicable to this qualificationhellip

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-1bull You may find out a large number of skills definitions that

are responsible for both transversal and professional competences- basic skills complex problem-solving skills technical skills etc (eg lsquoTechnology Designrsquo mdash Generating or adapting equipment and technology to serve user needs) (httponlineonetcenterorg)

bull Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field eg the lsquoTechnology Designrsquo skill covers 29 occupational fields and its lsquoimportancersquo for the occupation of lsquoComputer Programmerrsquo is considerable 72 (with lsquoprogrammingrsquo skill rated the highest- 91)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some of the typical troubles in the

process of developing qualifications bull A large number of learning outcomes - difficult to

managebull The learning outcomes definitions are too abstract ndash do

not meet outcomes of work bull knowledge and skills identified cannot be lsquopackagedrsquo into

units of competency - insufficient knowledge about job roles they are supposed to meet

bull Skills and competences associated with a particular study programme not aligned to the National Framework of Qualifications ndash insufficient cooperation with stakeholders and employers

bull The NQF descriptors are not appropriately contextualised to cover relevant job roles for the particular qualification

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Developers are expected to engage in wide industry consultation to form qualifications that

bull reflect realities in terms of work organisation and job design

bull reflect specific functional groupings and levels of work

bull ensure knowledge and skills which contribute to effective workplace performance are achieved

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

To ensure developing valid qualifications you may consider

bull Comparing and selecting among skills that match occupational field and that are important for it

bull Identifying the job roles that are covered by that particular qualification

bull Drafting a contextualised summary of the NQF level applicable to this qualificationhellip

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-1bull You may find out a large number of skills definitions that

are responsible for both transversal and professional competences- basic skills complex problem-solving skills technical skills etc (eg lsquoTechnology Designrsquo mdash Generating or adapting equipment and technology to serve user needs) (httponlineonetcenterorg)

bull Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field eg the lsquoTechnology Designrsquo skill covers 29 occupational fields and its lsquoimportancersquo for the occupation of lsquoComputer Programmerrsquo is considerable 72 (with lsquoprogrammingrsquo skill rated the highest- 91)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Developers are expected to engage in wide industry consultation to form qualifications that

bull reflect realities in terms of work organisation and job design

bull reflect specific functional groupings and levels of work

bull ensure knowledge and skills which contribute to effective workplace performance are achieved

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

To ensure developing valid qualifications you may consider

bull Comparing and selecting among skills that match occupational field and that are important for it

bull Identifying the job roles that are covered by that particular qualification

bull Drafting a contextualised summary of the NQF level applicable to this qualificationhellip

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-1bull You may find out a large number of skills definitions that

are responsible for both transversal and professional competences- basic skills complex problem-solving skills technical skills etc (eg lsquoTechnology Designrsquo mdash Generating or adapting equipment and technology to serve user needs) (httponlineonetcenterorg)

bull Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field eg the lsquoTechnology Designrsquo skill covers 29 occupational fields and its lsquoimportancersquo for the occupation of lsquoComputer Programmerrsquo is considerable 72 (with lsquoprogrammingrsquo skill rated the highest- 91)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

To ensure developing valid qualifications you may consider

bull Comparing and selecting among skills that match occupational field and that are important for it

bull Identifying the job roles that are covered by that particular qualification

bull Drafting a contextualised summary of the NQF level applicable to this qualificationhellip

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-1bull You may find out a large number of skills definitions that

are responsible for both transversal and professional competences- basic skills complex problem-solving skills technical skills etc (eg lsquoTechnology Designrsquo mdash Generating or adapting equipment and technology to serve user needs) (httponlineonetcenterorg)

bull Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field eg the lsquoTechnology Designrsquo skill covers 29 occupational fields and its lsquoimportancersquo for the occupation of lsquoComputer Programmerrsquo is considerable 72 (with lsquoprogrammingrsquo skill rated the highest- 91)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-1bull You may find out a large number of skills definitions that

are responsible for both transversal and professional competences- basic skills complex problem-solving skills technical skills etc (eg lsquoTechnology Designrsquo mdash Generating or adapting equipment and technology to serve user needs) (httponlineonetcenterorg)

bull Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field eg the lsquoTechnology Designrsquo skill covers 29 occupational fields and its lsquoimportancersquo for the occupation of lsquoComputer Programmerrsquo is considerable 72 (with lsquoprogrammingrsquo skill rated the highest- 91)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Some examples-2A contextualised descriptor

ldquoThe Certificate in Civil Construction Design reflects the role of people providing design support to professional engineers They perform tasks involving a broad range of varied activities most of which are complex and non-routine For example this might include Civil Works drafting They are responsible for applying the design work instructions and practices to ensure the quantity and quality of the output of othersrdquo

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-1bull Required skills and knowledge

ndash describe the essential skills and knowledge requiredndash create a strong and clear association with the

specifics of the course or module and itrsquos required outcomes clarifying the parameters of the skills and knowledge

ndash Simple expressions such as lsquotime managementrsquo are inappropriatemdashin that case the question that needs to be answered is lsquowhat is time specific about performance in the application of this competencyrsquo ndash this is what needs to be described

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-2bull Performance criteria

ndash The performance criteria specify the required performance in relevant tasks roles skills and in the applied knowledge that enables competent performance

ndash Performance criteria are evaluative statements which specify what is to be assessed and the required level of performancemdashit is here that the activities skills knowledge and understanding which provide the evidence of competent performance are specified

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

EXAMPLE

bull Performance criterion Plans are made and agreed with relevant personnel for the installation of the exhibition

Planning the installation includes ndash preparation of the site ndash packing moving and handling objects and graphics ndash detailing the exhibition ndash contingencies and emergencies 1048633

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Performance criteria could be open to

interpretation if they end with words like

bull lsquoconducted appropriatelyrsquo times It is better to be more precise and relate

wording to industry practice as in the following

bull lsquoconducted in accordance with manufacturerrsquos manual standard operating procedures and relevant regulations that apply to the worksitersquo radic

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

More tools to improve validity-1bull Required skills and knowledge

ndash describe the essential skills and knowledge requiredndash create a strong and clear association with the

specifics of the course or module and itrsquos required outcomes clarifying the parameters of the skills and knowledge

ndash Simple expressions such as lsquotime managementrsquo are inappropriatemdashin that case the question that needs to be answered is lsquowhat is time specific about performance in the application of this competencyrsquo ndash this is what needs to be described

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-2bull Performance criteria

ndash The performance criteria specify the required performance in relevant tasks roles skills and in the applied knowledge that enables competent performance

ndash Performance criteria are evaluative statements which specify what is to be assessed and the required level of performancemdashit is here that the activities skills knowledge and understanding which provide the evidence of competent performance are specified

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

EXAMPLE

bull Performance criterion Plans are made and agreed with relevant personnel for the installation of the exhibition

Planning the installation includes ndash preparation of the site ndash packing moving and handling objects and graphics ndash detailing the exhibition ndash contingencies and emergencies 1048633

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Performance criteria could be open to

interpretation if they end with words like

bull lsquoconducted appropriatelyrsquo times It is better to be more precise and relate

wording to industry practice as in the following

bull lsquoconducted in accordance with manufacturerrsquos manual standard operating procedures and relevant regulations that apply to the worksitersquo radic

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

More tools to improve validity-2bull Performance criteria

ndash The performance criteria specify the required performance in relevant tasks roles skills and in the applied knowledge that enables competent performance

ndash Performance criteria are evaluative statements which specify what is to be assessed and the required level of performancemdashit is here that the activities skills knowledge and understanding which provide the evidence of competent performance are specified

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

EXAMPLE

bull Performance criterion Plans are made and agreed with relevant personnel for the installation of the exhibition

Planning the installation includes ndash preparation of the site ndash packing moving and handling objects and graphics ndash detailing the exhibition ndash contingencies and emergencies 1048633

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Performance criteria could be open to

interpretation if they end with words like

bull lsquoconducted appropriatelyrsquo times It is better to be more precise and relate

wording to industry practice as in the following

bull lsquoconducted in accordance with manufacturerrsquos manual standard operating procedures and relevant regulations that apply to the worksitersquo radic

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

EXAMPLE

bull Performance criterion Plans are made and agreed with relevant personnel for the installation of the exhibition

Planning the installation includes ndash preparation of the site ndash packing moving and handling objects and graphics ndash detailing the exhibition ndash contingencies and emergencies 1048633

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Performance criteria could be open to

interpretation if they end with words like

bull lsquoconducted appropriatelyrsquo times It is better to be more precise and relate

wording to industry practice as in the following

bull lsquoconducted in accordance with manufacturerrsquos manual standard operating procedures and relevant regulations that apply to the worksitersquo radic

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

Performance criteria could be open to

interpretation if they end with words like

bull lsquoconducted appropriatelyrsquo times It is better to be more precise and relate

wording to industry practice as in the following

bull lsquoconducted in accordance with manufacturerrsquos manual standard operating procedures and relevant regulations that apply to the worksitersquo radic

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

More tools to improve validity-3bull Evidence guide

- provides advice to trainers and assessors on the appropriate assessment context resources required and the conditions under which assessment is to take place-must relate directly to the unitrsquos performance criteria (see the previous example)

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

Unit Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected bull description of specific training need and required competency outcomes bull outline of the training approach and the steps followed bull description of training participant(s) and delivery method(s) to be used bull specific resources required bull outline of the evidence to be collected for monitoring training participant

progress

Assessment requires evidence of the following processes to be provided bull how the specific training need was determined bull how the sequence of training was determined bull How the methods were selected

EXAMPLE

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

IN CONCLUSIONbull Keep the number of learning outcomes to

the necessary limit

bull Not all courses and modules in the programme are responsible for all the key skills and competences

bull The alignment of the degree programme to the NQF is always a team effort

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION

THANK YOU FOR YOUR ATTENTION

Material produced under Phare 2006 financial support Phare TVET RO 2006018-147040102010301

Project financed under Phare

EUROPEAN UNION

MoERI NCDVET-PIU

• Slide 1
• Some of the typical troubles in the process of developing qualifications
• Developers are expected to engage in wide industry consultation to form qualifications that
• To ensure developing valid qualifications you may consider
• Some examples-1
• Some examples-2 A contextualised descriptor
• More tools to improve validity-1
• More tools to improve validity-2
• EXAMPLE
• Performance criteria could be open to interpretation if they end with words like
• More tools to improve validity-3
• Slide 12
• IN CONCLUSION
• THANK YOU FOR YOUR ATTENTION